Education should be brought to life through practical expe-riential learning models and experience of real-world en-trepreneurs. Defined entre-preneurial learning outcomes for all educators are needed, to introduce effective entre-preneurial learning method-ologies in the classroom. Practical entrepreneurial experiences can also be gained outside of education. Young people should be en-couraged to develop entre-preneurial skills through in-formal and non-formal edu-cation like volunteering. Such experiences should also be validated and recognized, in accordance with the proposed Commission recommendation in this area“.

The issues of entrepreneurship and entrepreneurship competence de-velopment as an area of priority of education development have been discussed since 2005. In the docu-ment Proposal for a Recommenda-tion of the European Parliament and of the Council on key compe-tences for lifelong learning (2005) entrepreneurship was identified as one of the eight key competences for lifelong learning. Since then, various EU documents and reports have called for the development of a unified and coherent system of entrepreneurship education. The economic training of youth and the development of entrepreneurial individuals are becoming key tasks for the EU, as well as a part of the entire education system. Entrepreneurship and its education, from a holistic point of view, also the importance of its education for a person is revealed in other EU documents: Entrepreneurship in Vocational Education and Train-ing (2009); Towards Greater Co-operation and Coherence in Entre-preneurship Education (2010); Entrepreneurship education poli-cies (2011); Entrepreneurship Ed-ucation: Enabling Teachers as a Critical Success Factor (2011); Entrepreneurship Education at School in Europe (2012). Entrepre-neurship is one of the essential skills and attitudes that can be de-veloped throughout life. Entrepre-neurship education (EE) is seen as a force, on which a person's ability to influence personal, collective goals and social change depends. Entrepreneurship and its develop-ment are defined as a person's abil-ity to turn ideas into action, crea-

tivity, innovation and risk-taking, and the ability to plan and manage projects in order to achieve goals. And although in European coun-tries, entrepreneurship education is increasingly included in strate-gic programs every year, there is still insufficient attention to the development of teachers’ entrepre-neurial competence and systematic improvement of their qualifica-tions. European countries seeking good results in entrepreneurship are recommended to improve the curriculum and process of entre-preneurship education, the imple-mentation of entrepreneurship cur-riculum, and teacher training. The educational institutions are pro-posed to create conditions for the development of creative and re-flective teachers’ and teacher edu-cators’ communities, to share pro-fessional experience and to pro-vide in-service teachers with op-portunities for continuous profes-sional development in entrepre-neurship and the EE area. Institutions of higher education (HEI) should take into account development of entrepreneurial skills and competences in all study programs, including initial teacher education programs as it is stated in the Official Journal of the Eu-ropean Union (2015). The Entrepreneurship Plan 2020 (2013) also provides with measures to develop entrepreneur-ship and improve the quality of EE: ,,A number of Member States have successfully introduced na-tional strategies for entrepreneur-ship education or made entrepre-neurial learning a mandatory part of curricula. But more is needed.

Introduction

2020, May https://eipte.eu/

Framework: Entrepreneurship Education for HEIs

with Initial Primary Teacher Education

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Creating a unified strategy for the development of entrepre-neurial competence is diffi-cult due to the different ap-proaches of scholars towards the concept of entrepreneurial competence and to its devel-opment. Researchers analyse various aspects of entrepre-neurship, the concept of en-trepreneurship, the character-istics and abilities of an entre-preneur (Arasti, Falavarjani, 2012; Dudaitė, Žibėnienė, 2012; Gîmbuţa, 2010; Fayolle, Kyro, 2008; Kozlin-ska, 2011; Lans et al., 2008; Mwasalwiba, 2010; Raposo, do Paco, 2011; Timmons, Spinelli, 2008; Sánchez C. J., 2011; Strunga, Martin, 2012; Vázquez-Burgete et al. , 2012 and others. However, the concept of entrepreneurship, the learning outcomes of en-trepreneurship education vary. G. Strazdienė and A. Garalis (2005) present differ-ent scholars’ (A. Adcroft, R. Willis, S. Dhaliwol (2004), G. Gorman, D. Hanlon and W. King (1995), SL Jack and AR Anderson (based on C. Henry et al., 2005), A. Župerka (2010)) approaches towards the concept of entrepreneur-ship and the development of entrepreneurial competence: entrepreneurship is associated with innate qualities and ac-quired entrepreneurial skills; the process of entrepreneur-ship education is defined as art and as science. D. Born-stein (2004) notes that there may never be a uniform defi-nition of entrepreneurship, but he emphasizes the need to discuss it. The development of entrepreneurial competen-cies of teachers is related to the simplification of business creation and the basics there-of. In the development of teachers’ entrepreneurial competencies, three main are-as are distinguished, which

are focused on: cognition, dis-covery, motivation of oneself as an entrepreneur, leader; the emergence of business and its development (which includes creativity, innovation, problem solving); practical implementa-tion of business ideas (preparation and implementation of a business plan). Oganisjana and T. Koke (2012) distin-guished the components of en-trepreneurship: personality traits, abilities, learning, motivation, emotions, needs, cognition, be-haviour. They emphasize the importance of developing entre-preneurship not just as a me-chanical combination of individ-ual components, but rather as a dynamic system whose elements are interconnected and based on complex functions. Based on the concept of entrepreneurship summarized by P. Kaufmann and R. P. Dant (1998), three main directions are important in the development of entrepre-neurship: - development of entrepreneuri-

al qualities - creativity, ability to solve problems, ability to make decisions, critical think-ing, leadership, motivation, initiative, etc .;

- capacity building to create companies, implement new products;

- introduction to the activities of an entrepreneur and prepara-tion for it.

Other scholars analysed teach-ers‘ attitudes towards the pre-conditions of entrepreneurship education were also (Zaleskienė, Žadeikaitė, 2008), and directions of students' entrepreneurship improvement (Župerka, 2009). In summary, it can be stated that entrepreneurial competence in teacher training includes general and special competences. Entre-preneurship competence devel-opment in primary education educators focuses on the follow-ing competencies: general (such

as self-knowledge, communi-cation, time planning and man-agement, emotion manage-ment, conflict management, creativity, analysis and critical thinking), management compe-tence (company formation and management, leadership, strate-gic planning and management, team building and manage-ment, problem solving, risk management, change manage-ment, project management, delegation, motivation), eco-nomic literacy and financial management competencies. Photo by Dollar Gill on Unsplash

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Framework: Entrepreneurship Education for HEIs with Initial Primary Teacher Education Th

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In the case of EIPTE, after analysing the different entrepreneurial compe-tences that higher education educa-tors should develop, the project part-ners decided to adapt the competenc-es suggested by EntreComp (2018) what are given in Figure 1. In constructing the model of EE in initial teacher education (EIPTE pro-ject), the following competences were singled out from the suggested model: • Action taken (Communication,

Planning, Taking the initia-tive),

• Personal attitude (Motivation and perseverance, Risk-taking, Self-efficacy),

• Sustainable ideas generation (Creativity, Ethical and sus-tainable thinking).

The above competences were select-ed by the EIPTE project team after the collaboration and consulting of a group of experts as a minimum re-quirement for students and educators. So each HEI, which decides to em-power their future primary teachers and educators for EE should consider how these competences can be em-bedded in the study programmes cur-riculum and professional develop-ment of teaching staff, based on na-tional policies, the current study pro-

gram curriculum, etc. As each HEI in ITE has its own system for the evaluation or self evaluation of teacher educators, it is responsible to ensure, that entrepreneurship competences of teacher educators are a part of their competency framework and e. g. annual evaluation as well.

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Antraštė, apibūdinanti

paveikslėlį ar grafinį ele-

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Fgure 1. Areas And Competences Of Entrecomp’s Conceptual Model.

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Fgure 2. Entrepreneurship Competences For Higher Education Educators By Eipte Project Team.

The research on how future primary education teach-ers assess their entrepreneurship competence men-tioned previously was conducted, it includes the analysis of students’ self-perceptions as well (Arruti, Paños-Castro, 2020).

The project team developed a toolbox, which gives impetus to on-going efforts in different European countries and serves as an inspiration for educators in HEI´s formal Initial Primary Teacher Education in particular as a means of fostering EE (look for the project’s intellectual outcome output IO1—toolbox, available at https://eipte.eu/). Since the toolbox consists of various elements target-ing different levels of EE and includes resources, activities, etc., what require different durations of time, guidelines are needed to explain the use of the toolbox, as an overview and in detail. The guidelines will help any European (or even non-European) HEI with Initial Primary Teacher Education to adapt the tools offered to its needs (look for the project’s intel-lectual outcome IO4, available at https://eipte.eu/ The entrepreneurship knowledge and skills can be measured in a qualitative and quantitative way. As a quantitative evaluation tool the EIPTE project offers a self-evaluation questionnaire with relevant ques-

tions for student primary teachers to evaluate their EE competences. The quiz is available to future primary teachers, but can also be used for in-service teachers, too (look for the project’s intellectual out-come IO6, available at https://eipte.eu/ ) At the end of this document the suitable qualitative evaluation methods are described. The entrepreneurship competences of student teach-ers can be developed by bigger or smaller changes of obligatory formal curriculum or through addi-tional activities, what HEI organize in order to en-rich their programs. The formal curriculum can be considered as separate mandatory or elective cours-es, cross-curriculum topics in the frame of HEI’s curriculum, activities with primary students (at schools during practices, etc.), non-formal activities (not required activities outside HEI: start – up’s, etc.), informal activities (creating an entrepreneur-ship friendly environment at HEI, establishing mo-tivating relationship between HEI and school com-munities, etc.). HEI can use a toolbox of EIPTE for developing missing outcomes in their future teachers.

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Photo by Franck V. on Unsplash

The education system is large, complex, consist-ing of other systems (pre-school education, gen-eral education, higher education, special educa-tion, vocational education and others). Thus, not only the education system as a whole, but also each of its components (relevant system) and its elements (educational institutions) have a corre-sponding mission and their own philosophy, cul-ture, and values that guide the implementation of the mission of the educational institution. The HE studies and research quality policy is fo-cused on seven main areas: • strengthening the interaction between sci-

ence and studies; • strengthening the interaction between sci-

ence and studies; • the development of student-centered stud-

ies; • the suitability of studies for the purposes of

students, stakeholders and society; • interdisciplinary studies, innovation and

entrepreneurship education; • the internationalization of studies and sci-

ence; • electronic and virtual studies; • social innovation research. According to Jelagaitė A., Vijeikis J. (2012), the system of entrepreneurship education at different levels of education consists of three components: • education systems, • business systems, and • consumers of those systems - the subjects

of the education system. In the system of entrepreneurship education, three main elements of the system interact and interact with each other: employees of the education sys-tem (pre-school, primary, basic, secondary and higher education), subjects of the education sys-tem (students) and business system (business en-tities). The most important factors of the education sys-tem that affect the implementation of educational goals are: • quality of education (education, teaching

and learning, study program; teaching and learning tools and environment, experi-ence: life in an educational institution and other activities);

• peculiarities of a pedagogical staff (structure of a pedagogical staff, teacher training, continuous professional develop-ment of in-service teachers);

• education inclusion (education, teaching and learning, access to studies; diversity; recognition of competencies acquired in different ways);

• education (system) culture (agreements on goals and principles; autonomy of educa-tional institutions, self-government, lead-ership; validity and accountability of deci-sions).

Most of the in-service teachers working at the school today were not provided with knowledge on how to develop entrepreneurship during their initial pedagogical studies. In addition, a large proportion of teachers did not study the basics of business, management or entrepreneurship. For some teachers, entrepreneurship education raises a number of challenges and issues, and the teacher often feels insufficiently prepared and unable to develop the entrepreneurship of stu-dents. Teachers understand and recognize the im-portance and necessity of developing entrepre-neurship, but they also admit that they aren‘t familiar with methodologies for effectively pro-moting student entrepreneurship and developing students ’personal qualities to support their en-trepreneurial competence. Such knowledge would come from experience, but teachers don’t have much of it yet, and they may need some external support. Without feeling competent in the field of entrepreneurship education, it is clear that it is not possible to achieve the learn-ing outcomes for Entrepreneurship Education what are described in the The Framework Pro-gramme of some countries. The lack of entrepreneurial competence is ob-served not only among in-service teachers, but also among students - pre-service teachers, ac-cording to a study conducted at the Lithuanian University of Educational Sciences (2012), only about a half of undergraduates of economics and business agree that they have enough knowledge in the field of entrepreneurship. According to G.Žibėnienė (2015), one of the possible reasons why the situation of entrepre-neurship education in Lithuanian schools is not satisfactory is perhaps that by 2012 the regulato-ry enactments did not designate or specify any institution that would be directly responsible for

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Guiding Principles for the Implementation EE HEI with Initial

Primary Teacher Education

the area of competence of teachers in entrepreneurship, the development of a system for in-service teachers‘ training, and addressing the issues related to entrepreneurship educa-tion. According to J. Vijeikis, A. Jelagaitė, V. Lu-koševičius (2012), the transformation of the education sys-tem should first be initiated by preparing appropriate study programs in institutions training education specialists. The change requires an appropriate organization of the edu-cational process, by adapting certain teaching materials and methods. HEI can become an institution (may be author-ized by the Ministry of Education and Science), which would take care of teachers' in-service education programs and the organization of in-service training events.

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According to I.Zaleskienė, A. Railienė (2007), HEI should strive for entrepreneurship to be-come an important part of their curricula, to dis-tribute entrepreneurship education in the curricu-la of various subjects taught and to require or encourage students to choose entrepreneurship courses. HEI should acknowledge the im-portance of EE and to promote the idea of EE in ITE in order to affect national policies and prac-tices, what can create better conditions for imple-menting EE in the future (e.g. creating networks HEI and enterprises, involving foundations, what would be interested in cooperation etc.)

To this day, various authors have observed that the con-tent of the entrepreneurship education program is more focused on academic knowledge, performance of individ-ual thematic tasks, rather than on the formation of a stu-dent’s thinking and behaviour. There is also a lack of in-terdisciplinary integrity in studies. The scientific literature analyses the internal and external factors influencing the development of entrepreneurial skills. According to A. Župerka (2010), the main factors influencing students’ entrepreneurial skills are three:

1. the positive self-perception of students (distinguished connection with personal qualities: tolerance, patience, courage, self-development, self-control; connection with entrepreneurial skills: decision-making, organization, planning, systemic thinking, delegation, problem solving, collaboration and communication, critical analy-sis, presentation, questioning, collaboration with people of different nationalities);

2. the educator’s teaching and communication style with the learner;

3. a favourable educational environment.

These three factors become significant in developing en-trepreneurial competence development opportunities, cre-ating EE programs and in organizing training for educa-tional institutions, by paying attention not only to the pro-vision of academic entrepreneurial knowledge, but also to fostering students’ personal characteristics, revealing their creativity, initiative, curiosity and individuality.

Photo by Tim Mossholder on Unsplash

Knowledge and skills

In the scientific literature, the goals of EE are relat-ed to the perception of the concept of entrepreneur-ship, the belief in business as an activity, the broad-ening of personal attitudes, the acquisition of knowledge and skills for the entrepreneur and the creation of the business itself. U. Hytti and C. O'Gorman, Jakubavičius, A., Strazdienė, G., Vilys, M., Burinskienė A., Žemaitis E., Pipirienė V. (2014) found that entrepreneurship education programs aim at various goals. According to the goals, the programs can be divid-ed into: programs that develop skills and provide - knowledge that is necessary for a person to start or run a business; programs to prepare people for the labour market and improve their understanding of small businesses or entrepreneurship; programs to help individuals become entrepreneurs, as this is driven by a changing society and culture. In today’s context, the education system is con-structed in the context of entrepreneurial HEI, which create, develop and promote a culture of en-trepreneurship. According to Leydesdorff and Etzkowitz (1998), the university combines and integrates traditional activities - teaching and research, and contributes to the process of economic and social development of the society.

The concept of an “entrepreneurial university” is presented, where the institution is characterized as a flexible organization that interacts with the socio-economic environment, adapting and seeking addi-tional sources of funding for research, studies, tech-nology transfer and commercialization. In the system of entrepreneurship education, entre-preneurial universities must have the function of entrepreneurship education, promotion and support for business creation and development, linking the latter to the EE goals of university students.

The scientific literature suggests focusing the insti-tutional system of EE on four main areas: entre-preneurship culture education; promoting entrepre-neurship; support for start-ups; supporting busi-ness growth. The institutional system of entrepreneurship edu-cation consists of macro elements (university, business organization and government) and micro-elements (university community, EE program, and an academic incentive system).

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Photo by Carl Heyerdahl on Unsplash

Multidisciplinarity

EE should be seen as a multidisciplinary objective and taught by integrating it into other subjects, when a separate obligatory subject cannot be inte-grated into the curriculum due to policy regulations or other reasons. It is important to mention that HEI must base their EE system on the principles of interdisciplinarity. EE is directly linked to sciences such as: - Philosophy (which forms the methodological ba-sis). - Ethics, like the philosophical science, which ex-amines the most general questions of morality. Business ethics as a scientific discipline is one of the varieties of professional ethics. Professional eth-ics defines the moral requirements for a professional to be followed. Business ethics can be understood in two ways: as professional ethics, expressing the eth-ical attitude of a professional (entrepreneur) and as the application of ethical principles to address spe-cific business situations. Understanding business ethics and, more narrowly, one can speak of the eth-ics of a professional entrepreneur. Its subject is an entrepreneur who, in his professional activity, demonstrates an approach to existing moral values and norms in pursuit of his goals. Business ethics, as a scientific discipline that examines the application of ethical principles in business situations, has con-

nections with various sciences: moral theory, management, economics, psychology. Some European countries are focused on stu-dents’ adaptation to a dominant socio-economic logic in society by targeting entrepreneurship aimed at a commercial market, while other coun-tries have focused more on entrepreneurship as creating social and cultural values for others, lately sustainable development, businesses’ so-cial responsibility are highlighted and promoted even in business and leadership studies. Project members support the latter approach, especially in initial primary teacher education, as education in the EU is considered as a public service and teachers are rarely taught to be self employed or develop a business. But it is a lot to be expected from them when it comes to shaping students’ lives by empowering them since their early years to be entrepreneurial and at the same time re-sponsible for the future of the world. - Aesthetics. Researches the essence of beauty, its manifestation, touches on education when a factor that shapes aesthetic views, creates a sys-tem of aesthetic education. - Sociology. Researches the laws of society de-velopment, relations of social groups, seeks to reveal various social phenomena and processes

taking place in society. The data of this science al-low to understand the dependence of education on the development of society, the environment sur-rounding the child. Psychology. It is a science about the laws of human mental activity or mental life. Its topics are highly relevant to education and include personality for-mation and stages of human development as well as perception, attention, memory, imagination, needs, feelings, character, will, motivation and intelli-gence. Psychology contributes to the development of EE by its account of how individuals differ and how productive working relationships between the teacher and the learner can be fostered. - History can offer us insights into how educational theory and practice has evolved over time in differ-ent national contexts. Examples would include for-mal education and child rearing practices or the de-velopment of school curricula and individual sub-jects . We can better understand past trends and fu-ture prospects in education, one of which is the emergence of EE. - Politics. can shed light on the theoretical founda-

tions of education policy practice, whether teacher

training, the legal regulation of the teaching profes-

sion, or school management. A current focus is on

how entrepreneurship education can be integrated

into the school curricula and supported by teacher

training and development in entrepreneurship com-

petence.

Didactics of primary school subjects helps to pre-pare future teachers for their careers in education. EE must be embedded in the didactics curriculum as theory and in internship practice. The organization of the development of general competencies and the integration of EE begins with the preparation of the study program and its sub-jects. It is important for educators teaching the sub-jects or modules of the program to agree not only about the coherence of the general competence ob-jectives to be developed, but also about the systems for their monitoring and evaluation. EE integrated into initial teacher education, prepa-ration of subject descriptions (goals, objectives, topics, tasks, indicators of achievement) is based on the principles of openness, cooperation and system-aticity. HEI which aims to implement EE in initial teacher education, must be open for finding various solu-tions for promoting EE and enabling communities to think in entrepreneurial manner (e.g. collabora-

tion with enterprises, non-formal and informal ed-ucation, EE oriented projects, conferences, etc.) Openness is also critical to entrepreneurship edu-cation in initial teacher education. Integration of entrepreneurship competencies into the pedagogi-cal subjects of the study program is related to the HEI’s openness for a change: curriculum develop-ment, method selection, finding and developing the relations between knowledge and teaching skills. Openness also means cooperation with the busi-ness sector, schools and innovation at various lev-els. This would strengthen innovation and creativi-ty through cooperation between HEI and technolo-gy sectors, leading to interdisciplinarity and the promotion and application of innovative teaching methods, access to open learning resources, and increasing learning opportunities in HEIs. By working in accordance with the principle of openness and cooperation, HEIs ensure the devel-opment of entrepreneurship, and will identify and involve new in-service teachers, who will ensure the dissemination and will join for their further development of entrepreneurial competencies. EE must be seen from a systematic perspective, which means that future teachers and teacher edu-cators are aware of outcomes and their relations with a entrepreneurship competence and are able to reflect or assess the level of their development, even though the learning outcomes might be achieved in other subjects. Taking into account the principle of systematic

nature, EE program in teacher education can be

integrated into the study programs of educational

institutions as a separate subject (this should be the

goal of the educational institution) or it can be in-

tegrated into the development of educational busi-

ness enterprises, focused on the teacher’s work,

but cooperating and collaborating with entrepre-

neurs and sharing good practices. EE should be

constructed by integrating three business elements:

specialty knowledge, practical activities and inno-

vation activities. The curricula itself should be less

focused on knowledge acquisition and more on

students’ practical training, developing entrepre-

neurial competence in practical entrepreneurship

projects.

It is also important to follow the basic principles of learning when developing entrepreneurial compe-

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tence. R. Novikienė (2000) distinguishes the fol-lowing: • Purposefulness: Each learning cycle begins

with a motive. • Interactivity: Everyone's knowledge is indi-

vidual. It is constructed by the learner him-self based on his experience. This is influ-enced by the interaction of prior knowledge and new learning experiences. Only active learning of the learner is an achievable result. Learning takes place in an environment of active discussion.

• Effectiveness: Only conscious activity leads to the expected result, i.e. knowledge, motive for further activity. Learning needs to be planned in such a way that a small but ex-

pected result is learning. • Structure: the student must understand the

teaching material, the system how to better master it, find the connections between the individual elements of the content. For learn-ing to be effective, all content needs to be broken down into small portions, highlight-ing the essential elements.

• Dynamism: Learning is an ongoing process, learning encourages further learning. Learn-ing is a dynamic activity that lasts a lifetime: science and technology are changing so fast that the goal of school is not to transfer knowledge, but to learning how to learn.

• Systemic teaching: Knowledge is acquired through systematic learning with a certain foundation. The interconnected knowledge is of a different quality. The learning process itself is focused on the acquisition of system-atic knowledge.

• Self-assessment: The learning process is completed by reflection, i. e. reflection on what has been learned and what results will be achieved. Self-assessment allows you to allocate time more productively, allows you to avoid negative emotions and awkward sit-uations.

The learning principles outlined by R. Novikienė (2000) emphasize the necessity of monitoring and assessment of the acquired skills necessary for en-trepreneurship. Those processes can be organized and planned, but at the same time it is important to empower the future teacher to be responsible for his / her achievements. The assessment methodolo-gy for self-assessment of entrepreneurial compe-tence must provide clear assessment criteria. The defined entrepreneurial competency elements to be assessed can be: qualities, knowledge, abilities and values. Within the project, the self-assessment tool has

been developed as it is mentioned before. For qualitative assessment other methods and means can be applied. A portfolio method is recommended for assessing the achievement of entrepreneurial competences. It enables a continuous form of student self-assessment during all studies as it is a set of accu-mulated official documents proving professional and non-formal learning experience in order to recognize acquired competency. The portfolio can contain the material and evidence of entrepreneuri-al competences accumulated in all study subjects. The portfolio approach focuses on a holistic ap-proach that reflects the greatest diversity in the acquisition of EE competency, which is acquired during other obligatory curriculum subjects, non-formal or informal activities of HEI. Reflection is the other method which can be ap-plied with the portfolio. Reflection helps the stu-dent not only to select the facts necessary to sub-stantiate entrepreneurial competence, but also plays a very important role in the cognitive, emo-tional and psychological aspects of the material or experience gained. This is one of the forms of stu-dent self-analysis. Instead of reflection, a diary approach can be integrated into the portfolio to help with capturing the learning process Brookfield (1995). A regular writing according to a scheme provided by the teacher in advance develops the discipline that is necessary for learning. The diary is divided into two—mandatory and free parts. In the mandatory part, the teacher formulates the questions that the students must reflect on and write their answers. This should include reflective questions related to the experience gained (tasks performed) related to the development of entrepreneurial competence. In the free part the students create their own struc-ture.

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